Resource Teacher, Special Education, Middle Schools

Resource Teacher, Middle School

Under the direction of the Instructional Facilitator, the Resource Teacher, Middle School provides support and guidance to teachers, administrators, families, curriculum staff, and Department of Special Education (DSE) colleagues in the areas of instruction, transition, and compliance in alignment with the HCPSS Strategic Plan. In this role, the Resource Teacher assumes responsibilities or projects in alignment with DSE priorities with a strong emphasis on high-quality specially designed instruction (SDI) for students on diploma or certificate tracks, as well as functional communication and behavior/social-emotional needs.

This position has an anticipated start date during the current school year. Applicants currently employed with another Maryland public school system are responsible for verifying eligibility for release for this non-supervisory position if selected.

Applicants must meet all qualifications below to be considered for the vacancy.

Education:

• Bachelor's degree from an accredited college or university.

Certification/Licensure:

• Priority will be given to applicants who:
• Hold a current Maryland State Department of Education (MSDE) professional certificate or license in one of the following areas:
• Generic Special Education Elementary/middle (grades 1–
  8)
• Generic Special Education Secondary/Adult (grades 6 – adult)
• Consideration may be given to applicants who:
• Have completed all requirements to be eligible for a MSDE professional certificate or license in one of the licensure areas above at the time of application.
• Out-of-state applicants are strongly encouraged to begin the application process for educator licensure with the Maryland State Department of Education in addition to uploading all required materials to your HCPSS employment application.

Experience:

• Three years of experience as a certificated educator in a special education setting.
• One year of experience with recent leadership duties, responsibilities, experience, and/or roles (e.g., Instructional Team Leader, School Improvement Team, school-based committees).

The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don't meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.

• Master's degree from an accredited college or university in education, special education, curriculum and instruction, administration and supervision, or a closely related field.
• Three years of experience as a licensed professional in a secondary special education setting.
• Experience designing and delivering professional learning for educators and support staff.
• Experience working with a variety of education disabilities across a continuum of special education service delivery models (e.g., delivering specially designed instruction in whole group and small group/individualized settings within and outside of the general education classroom; experience among all disability categories such as specific learning disabilities, emotional disabilities, autism, intellectual disabilities, etc.)
• Experience mentoring or coaching adults to improve instruction and meet the needs of all students.
• Experience with instructional strategies/methodologies, assessment tools, and other techniques (e.g., specialized strategies for reading foundation skills, applied behavior analysis techniques, behavior intervention strategies, formal and informal assessment tools).
• Experience with procedural safeguards in special education including COMAR and IDEA regulations

The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.

• Collaborates with school and centrally based staff to develop high-quality evidence-based practices, behavior interventions and supports, and special education procedural safeguards. This could include but not be limited to observing students, attending IEP meetings, modeling lessons, designing model instructional materials, reviewing IEP documents, etc. This may also include mentoring/supporting new teachers and instructional team leaders.
• Provides job-embedded and differentiated professional learning and/or other projects aligned with DSE priorities.
• Facilitates problem solving based on collection and analysis of individual and school data, including support for high-conflict IEP meetings.
• Assists and/or supports the transition of students with disabilities between multiple levels or programs and supports other county-wide initiatives and compliance needs, attends meetings.
• Participates in the Central Education Placement Team (CEPT) process and state complaint investigations, including subsequent follow-up or training aligned with findings.

The below list is a summary of the knowledge,…